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The two studies reported here investigated the efficacy of peer tutoring offered in the setting of a university tutoring center as an intervention to improve academic performance among students enrolled in a college algebra course. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to investigate the motivational profiles of those who used the tutoring center and those who did not. Motivational profiles were examined in order to determine if a particular profile would predict help-seeking behavior (i.e., utilizing the university tutoring center). This research utilized two samples and was divided into two parts. The sample for study one included 1124 college students who attended a large urban university in the northeastern United States and were enrolled in a college algebra course during the fall semester of 2008. One Hundred Ninety Six of the students in this sample used the university tutoring center at least one time during that semester. The sample population involved in study two included 254 students from the study one sample who volunteered to complete the motivation subscales from the MSLQ. One Hundred Ten of the students in the second sample used the tutoring center at least one time during that semester. Results of an ANOVA demonstrated that the difference in the final algebra grade between students who used the Center and those who did not was not statistically significant. A Pearson correlation computed between the number of times a student visited the tutoring center and final course grade in college algebra was not significant. An ordinary least squared (OLS) regression revealed that high school GPA, SAT Quantitative score, gender, and ethnicity were significant predictors of final course grade. A MANOVA revealed that tutoring center users possessed significantly lower self-efficacy for learning and performance and control of learning beliefs than non- users. A binary logistic regression demonstrated that self- efficacy for learning and performance significantly predicted tutoring center usage above and beyond all demographic variables. An ordinary least squares regression revealed that low self-efficacy for learning, higher task value, higher year in school, and low test anxiety were significant predictors of more frequent tutoring center usage. A MANOVA revealed that those who used the tutoring center most frequently had significantly lower self- efficacy and control of learning beliefs and were significantly higher in age and year in school. / School Psychology

The purpose of this study was to study the effects of goal setting on students in a developmental algebra course. This study examined the effects on test scores for students that were prescribed a test score goal, students that created their own test score goal, and then compared to a control group. Three classes of developmental algebra were chosen with a total of 25 participants with reported results. Results showed that students with a goal on a test did not score significantly better than students without a goal, but did score significantly better on a test after the goal than tests before the goal.

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Graduating competent healthcare providers to meet increasing demands of the United States leads to interest in graduate health science student success. In this study, I explored the relationship between self-regulated learning strategies and licensing exam readiness among Doctor of Chiropractic students. Two research questions asked (1) how self-regulated learning strategies vary by gender and year of study, and (2) how self-regulated learning strategies relate to licensing exam readiness. One hundred thirty-three students from five chiropractic institutions were surveyed with questions from the Motivated Strategies for Learning Questionnaire (MSLQ) and exam readiness items. A series of t-tests, one-way analyses of variance, Kruskal-Wallis H tests, and ordinary least squares (OLS) regression addressed the research questions. Results indicated (1) self-regulated learning strategies do vary by gender and year of study, and (2) self-regulation is related to licensing exam readiness, particularly in Parts I and II of the exam. Chiropractic institutions and policymakers should focus efforts on introducing and reinforcing self-regulated learning strategies throughout the curriculum and explore licensing exam implications. Future research should continue expanding the literature on chiropractic education by considering actual licensing exam performance and determining appropriateness of the MSLQ for chiropractic students.

The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in a first-year elective course at a Canadian university. Students reported their level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for learning and performance, goal quality and self-reported goal attainment over the semester. Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie, 1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly positively related to academic achievement, (b) the ability to meet deadlines was the component of active procrastination most related to SRL variables, and (c) self-reported goal attainment accounted for the most variance in ability to meet deadlines score. Further research is needed to explore the central role of ability to meet deadlines in active procrastination and the order in which SRL variables, active procrastination and negative influence of procrastination predict academic achievement. / Graduate

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